PHỤ LỤC 2

SYLLABUS
ADVANCED WRITING
(Decision No…../QĐ-ĐHNT dated…./20…)

Course title: Advanced Writing (College Composition)

Course code: TANE217
Department: Faculty of Business English
Credit hours: 3
Prerequisite(s): Not required

1. INSTRUCTOR(s) INFORMATION
No. Instructors’ name Email Phone number Office
1. Nguyễn Hoàng Giang [email protected] 0377484286 B303
2. Vũ Thị Diễm Phúc [email protected] 0386930944 B303
3. Lê Thị Bích Thủy [email protected] 0982280908 B303
4. Nguyễn Thị Hiền Hạnh [email protected] 0312175123 B303
5. Phương Tố Tâm [email protected] B303
6. Phạm Thị Hồng Yến [email protected] 0904141801 B303
Văn Thị Minh Huyền

2. COURSE DESCRIPTION

Advanced writing course is designed for first year students whose English is at
intermediate level (6.5 on Ielts) to develop student’s close and critical reading skills as
well as their ability to write for varied contexts including academic setting at college
level, professional and public settings. The course covers rhetorical approach, critical
reading and evaluation of communication situations, focusing on careful evaluation of
audience, purpose, and opportunity for writing (rhetorical situations) and effective writing
processes. To help students gain a deep understanding of concepts in effective writing and
communication, the course is divided into small comprehensible and manageable sections
with project-based and problem-solving tasks, providing opportunities for close work
between instructor and students including substantial, frequent, timely and focused
feedback on writing and face to face student-teacher conferences during office hours.
Class time will be spent in small and large group activities and discussion, in-class
writings, conferences, and short mini-lessons that will be delivered in a lecture format.

3. EXPECTED LEARNING OUTCOMES

On completion of this course, the students should be able to:
* Knowledge
(1) understand writing as a rhetorical practice and focus on rhetorical situation, audience,
and purpose, i.e., choosing effective strategies for addressing purpose, audience, and
contexts (drafts, outlines, daily writings, writing in multiple genres, conferences, peer
review);

(2) deepening understanding of relationships between form and content in writing to use
voice, tone, format, and structure appropriately;

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(3) understand effective writing strategies and process to write and read texts written in
several genres, for specified discourse communities; These communities may include
professional or disciplinary discourse communities;
(4) understand how to revise and edit for focus, structure, style, purpose, and audience
(peer review, conferences, drafting);
(5) understand important elements of academic discourse, such as posing and critically
investigating questions, using sources effectively and ethically, and writing effective
summaries, analyses, and arguments;

* Skills

(6) develop critical reading practices to support research and writing; evaluate the
relevance of context, synthesize other points of view within one’s own position; reflect
on the implications and consequences of the stated conclusion (reading of
articles/websites related to umbrella topic, reading professional samples in multiple
genres, quizzes);
(7) increase information literacy through strategies for locating, selecting, evaluating,
and integrating sources; select and evaluate appropriate sources and evidence; evaluate
the relevance of sources to the research question (database instruction, evaluating
sources, research);
(8) identify and complete appropriate writing tasks from generating ideas to editing a
final draft; apply genre conventions including structure, paragraphing, tone, mechanics,
syntax, and style to more extensive or in-depth writing projects; use specialized
vocabulary, format, and documentation appropriately (gathering background
knowledge, brainstorming, daily writings, drafts, revisions)
(9) draft texts for specified rhetorical contexts and develop recursive strategies for
generating ideas, revising, editing, and proofreading for extensive, in-depth, and/or
collaborative projects (multiple drafts of summaries, essay, editorial, letter);
(10) apply reflective strategies to reflect on, evaluate and act on writing process and
revision suggestions from peers and teachers (peer review, conferences, discussions,
process reflections, final reflection paper);
(11) develop effective strategies for argumentation, communication, and problem
solving (recognizing and analyzing problems, searching for suggested solutions, taking
positions, convincing and persuading stakeholders);

* Attitudes
(12) understand the role and importance of writing and communication; be conscious
about and practice professional ethics;
(13) be active and interested learners and can continue to self-study and improve their
writing and communication with the help of dictionaries and reference materials without
teacher’s supervision;
(14) understand their positions as world citizens responding to significant global
challenges.

4. READING MATERIALS
4.1. Textbook(s)
* Palmquist, Mike & Wallraff, Barbara (2020), Joining the Conversation: A Guide
and Handbook for Writers (4th ed).

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 4.2. Compulsory reading(s) - to be provided by instructor based on class theme subjected
to yearly changes & instructor’s choice

* Book(s): to be provided by instructor

* Article(s) to be provided by instructor
* Others to be provided by instructor

4.3. Optional reading(s) - to be provided by instructor based on class theme subjected to

yearly changes & instructor’s choice

* Book(s) to be provided by instructor

* Article(s) to be provided by instructor
* Others to be provided by instructor

4.4. Websites (if any) - to be provided by instructor based on class theme subjected to
yearly changes & instructor’s choice
https://www.economist.com/
https://www.nytimes.com/
https://www.huffpost.com/
https://www.washingtonpost.com/
https://www.arcjournals.org/ (BEST SCIENTIFIC, OPEN ACCESS, ACADEMIC
JOURNALS ONLINE)

5. COURSE CONTENT AND SCHEDULE

5.1. Course content
Time Allocation
Hour(s) on the class Self-study
Essays,
No. Content with
Practice, exercise,
Lecture teacher’s
Seminar… Assignments
tutorials
Chapter 1: Why think of writing as a
1. 1 2 3 6
conversation?
Chapter 1: What should I know about
writing situations?
Chapter 3: How can I read critically? &
2. 1 2 0 6
what strategies can I use to read
actively?

Chapter 3: How can I read like a

writer? (Key Point Summary)
Chapter 1: What should I know about
writing processes?
How can I prepare for a successful
writing project?
3. 1 2 3 6
The course theme and their
role as part of the on-going class
conversation.

Project 1

3
 Chapter 7: Plagiarism and academic
honesty
Chapter 21: How can I ensure I’ve
avoided plagiarism? Paraphrase &
4. Quote 1 2 3 6
Chapter 4: How can I take notes? Quote
directly; Paraphrase; Summarize
Workshop for P1

Chapter 5: Working together: how can

collaborative activities improve my
writing?
5. Chapter 25: Style 1 2 3 6
Chapter 27: Mechanics
Style & Mechanics Seminar
Peer review P 1
Chapter 10: Writing to solve problems
6. P2 - stakeholders, exigency, synthesis 1 2 3 6
P1 submission
Chapter 11: Prepare a draft
Chapter 16: Developing Evidence for a
Specific Audience (Appeals to readers)
Developing Evidence for a Specific
7. 1 2 3 6
Audience
Chapter 18: Engage your readers
Use details to capture your readers’
attention
Chapter 10: Sample proposal
chapter 17: How can I integrate
sources into my draft?
Analyzing P2 sample
Write P2 draft
8. 1 2 3 6
Summarize sources
Summarize an entire source
Summarize specific information and
ideas from a source
Summarize a group of sources
Chapter 22, 23 & 24:
(Revising, editing, MLA & APA)
P2 workshop: peer review
Revise for P2
The fundamental concepts of Writing
9. as Conversation & the Rhetorical 1 2 3 6
Situation in the framework of the
process of inquiry and refining an
inquiry question.
Chapter 25 & 27:
Styles and mechanics for P2
Chapter 25, 26, 27
10. 1 2 3 6
Reflect on learning in P2
11. Chapter 12:How Can I Develop My 1 2 3 6
Research Questions? Compile a
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 Working or Annotated Bibliography
Chapter 4 & 7: Evaluating Sources
How can I evaluate sources?
Chapter 13:Searching for Information
with Digital Resources
Searching for Information with Print
Resources
Chapter 15: Avoiding Plagiarism
P3
P2 submission
Writing annotation P3
Brainstorming ideas for research
Reading workshop: Scholarly sources
(source-based argument)
12. 1 2 3 6
Students summarize, paraphrase, and
quote from scholarly sources.
Workshop: peer review on annotation
Writing thesis statement/claim
Chapter 14: Conducting Field
13. Research; When should I use field 1 2 3 6
research methods? How can I conduct
an interview?
Chapter 11 & 16: Writing to Convince
or Persuade
Identify and Consider Opposing Claims
Ensure the Integrity of Your Argument
Build Your Argument
Making Sense of Research Activity
How discussion, debate, dialogue and
argument differ.
The basics of argument
Thesis statement/claim
Thesis mini-workshop
14. 1 2 3 6
Address Counterarguments
About logical fallacies
Frame Your Argument
Chapter 17: Organizing

Organizing
Practicing developing evidence to
support a reason

The importance of alternative

perspectives (counter arguments)
15. Chapter 18: Drafting and Designing 1 2 3 6

Drafting and Designing

Argumentation and essay development
with an emphasis on various aspects of
development: fully, logically, and
ethically connecting all claims, reasons,
and evidence and incorporating
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 multimodal evidence.
Reading workshop: thesis, reason,
evidence
Assigned text:
Audience analysis
The main claim
The key reasons
The supporting evidence
The underlying assumptions
Individual conference
Students met with you one-on-one to
discuss their plans for their Researched
16. 3 3 6
Argument

Chapter 5: Work Together to Refine

Your Argument
Revising and editing
Style and Mechanics Seminar

Chapter 6: Literacy narratives

Metacognitive activity (the portfolio)
Students start learning the course
outcomes for the reflection
17. letter; start a list of assignments, tasks, 1 2 3 6
readings, activities,
etc., that were used to meet the course
outcomes (They will consider using this
list when they draft their reflection);
Students should decide which
assignment they want to revise and
submit it by next week (week 18).

P4: the portfolio of revised work

P3 submission
18. Peer review of the reflection 3 3 6
Students revise and submit P4
Total 16 38 54 108

5.2. Schedule of lectures

Provides timeline of course progress in terms of content, instruction, and
assessment
Lecture 1:
Students’
Teaching
Hour(s) Content preparatio
activities
n
Lecture 1 Introduction
● Introduce the course

● Introduce students to the course theme

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 ● Introduce students to conversation metaphor

● Build a community of writers comfortable with

engagement with each other (developing a
conversation model in the class for dialogue and
discussion

● Attendance log
● Syllabus
● Electronic copy of JtC (Joining the
Conversation: A Guide to Research Writing)
● Hard copy of the required texts for the class

Overheads:
o Instructions for student introductions
(Assignment 1: Materials)
o Homework for next time

Practice, 2 Chapter 1: “Why Think of Writing as a

Seminar Conversation?” (pgs. 3-10)
…
Essays, 3
exercise,
assignmen
ts
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Ghi nội dung cốt lõi cần kiểm tra trong buổi giảng đó

Lecture 2:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 1: What should I know about writing
situations?
Chapter 3: How can I read critically? & what
strategies can I use to read actively?

Introduction to the rhetorical situation and critical

reading
Understand writing as a rhetorical situation
Revisit close/summary skills to prepare for a
written summary

Practice, 2
Seminar Practice close reading
…
Essays, 3
exercise,

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 assignmen
ts
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Critical reading definition and strategies

Lecture 3:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 3: How can I read like a writer? (Key
Point Summary)
Chapter 1: What should I know about writing
processes?
How can I prepare for a successful writing
project?

The course theme and their role as part of the

on-going class conversation.

Project 1
Practice, 2 Introduction to Assignment 1: Rhetorical
Seminar… Summary Portfolio
Practice summary skills
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Ghi nội dung cốt lõi cần kiểm tra trong buổi giảng đó

Lecture 4:
Teaching Hour(s Students’
Content
activities ) preparation
Lecture 1 Chapter 7: Plagiarism and academic honesty
Chapter 21: How can I ensure I’ve avoided
plagiarism? Paraphrase & Quote
Chapter 4: How can I take notes? Quote
directly; Paraphrase; Summarize
Workshop for P1
Develop an understanding of what academic
integrity is, in the class and at the university
Develop an understanding of what constitutes
plagiarism and develop strategies for how to
avoid plagiarism; in particular, learning how to
appropriately and effectively paraphrase,
quote, and attribute sources

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 Practice, 2 Discuss theses of first two P1 articles in
Seminar… relation to the course theme.
Practice paraphrasing, quoting, and attributing
sources
Essays, exercise, 3
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Academic integrity and plagiarism; Paraphrase, quote and
attribute sources;

Lecture 5:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 5: Working together: how can
collaborative activities improve my writing?
Chapter 25: Style
Chapter 27: Mechanics
Style & Mechanics Seminar
Develop editing strategies to better understand
writing as a process
Learning important elements of academic
discourse
Practice, 2 Conduct a style/convention seminar
Seminar…
Peer review P 1: Practice peer workshop for
P1; Conduct a global revision peer workshop
for a draft of P1
Continue building a community of writers

Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Revising; Style/convention;

Lecture 6:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 10: Writing to solve problems
Learn about synthesis as a way of offering
something new to a conversation on an issue;
Learn about exigency and its importance in

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 rhetorical writing;
Consider the important link between purpose
and audience when writing.
P2 - stakeholders, exigency, synthesis
P1 submission
Practice, 2 Reflect on P1
Seminar… Discuss the concept of stakeholders as a means
of transitioning from P1 to P2.
Make connections between stakeholders and
potential audiences;
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Exigency; Stakeholders/audiences; Synthesis;

Lecture 7:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 11: Prepare a draft
Chapter 16: Developing Evidence for a
Specific Audience (Appeals to readers)
Chapter 18: Engage your readers
Use details to capture your readers’ attention
Learn strategies for analyzing an audience to
shape audience appeals appropriately;

Practice, 2 Explore the various types of audience appeals

Seminar… and consider how authors use them in writing;

Practice analyzing an audience and appealing

to that audience.
Developing Evidence for a Specific Audience
Development for Audience
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Strategies for analyzing an audience; Evidence for a specific
audience;

Lecture 8:
Teaching Students’
Hour(s) Content
activities preparation

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 Lecture 1 Chapter 10: Sample proposal
chapter 17: How can I integrate
sources into my draft?
Analyzing P2 sample

Define “development” and understand what it

means in a proposal;
Examine how authors use textual and visual
evidence to achieve their purposes in writing;

Practice, 2 Write P2 draft

Seminar… Summarize sources
Summarize an entire source
Summarize specific information and ideas from
a source
Summarize a group of sources
Explore the genre conventions of proposals;
Brainstorm potential organizational strategies
for P2: Stakeholder Proposal.
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Proposal writing; Integrating sources;

Lecture 9:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 22, 23 & 24: Students
(Revising, editing, MLA & APA) bring their
Chapter 25 & 27: draft of
Styles and mechanics for P2 proposal.
Learn about correct quotation and MLA, APA
citation
Practice, 2 Students rhetorically analyze a student sample
Seminar… of P2 as a way to prepare for their own peer
review workshop and to apply attained
knowledge regarding skills reviewed in the
context of both P1 and P2.
P2 workshop: peer review
Revise for P2
The fundamental concepts of Writing as
Conversation & the Rhetorical Situation in the
framework of the process of inquiry and
refining an inquiry question.

Practice correct quotation and MLA citation as

a way of developing
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 ethos
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Quotation, citation; Style and mechanics;

Lecture 10:
Students’
Teaching
Hour(s) Content preparatio
activities
n
Lecture 1 Students learn about sentence-level concerns in
the context of their own
writing.
Chapter 25, 26, 27

Reflect on learning in P2
Practice, 2 P2 workshop: peer review
Seminar… Revise for P2

Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Writing sentences;

Lecture 11:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 12:How Can I Develop My Research
Questions? Compile a Working or Annotated
Bibliography
Chapter 4 & 7: Evaluating Sources
How can I evaluate sources?
Chapter 13:Searching for Information with
Digital Resources
Searching for Information with Print Resources
Chapter 15: Avoiding Plagiarism
P3
P2 submission

Practice, 2 Writing annotation P3

12
 Seminar… Connecting the idea of inquiry as an everyday
way of thinking
o Reviewing close/critical reading strategies
o Revisiting the Writing as Conversation Model
o Revisiting the Rhetorical Situation
o Being introduced to P3 and P4 (Annotated
Bibliography and Researched Argument)
o Practicing skills that will allow them to narrow
and refine their inquiry
o Preparing for library research orientation
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Review of inquiry, narrowing and refining inquiry, critical
reading, rhetorical situation, research;

Lecture 12:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Brainstorming ideas for research
Practice, 2 Reading workshop: Scholarly sources (source-
Seminar… based argument)
Students summarize, paraphrase, and quote from
scholarly sources.
Practicing evaluating sources
Visiting Library for an orientation
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Brainstorming;

Lecture 13:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Writing thesis statement/claim
Chapter 14: Conducting Field Research; When
should I use field research methods? How can I
conduct an interview?
Practice, 2 Students will continue having hands-on
Seminar… experience researching through library
databases and in class they continue putting into
practice productive and

13
 ethical research methods through:
o Deepening skills for source evaluation
o Writing annotations
o Engaging in peer-review of annotations
Thesis mini-workshop
Workshop: peer review on annotation
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Ghi nội dung cốt lõi cần kiểm tra trong buổi giảng đó

Lecture 14:
Students’
Teaching
Hour(s) Content preparatio
activities
n
Lecture 1 Chapter 11 & 16: Writing to Convince or
Persuade
Identify and Consider Opposing Claims
Ensure the Integrity of Your Argument
Build Your Argument
Making Sense of Research Activity
How discussion, debate, dialogue and argument
differ.
The basics of argument
Address Counterarguments
About logical fallacies
Frame Your Argument
Chapter 17: Organizing

Organizing
Practicing developing evidence to support a
reason

The importance of alternative perspectives

(counter arguments)
Practice, 2 o Reviewing and practicing MLA citation skills
Seminar… o Work on P3
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Writing to convince/persuade; Organizing;

Lecture 15:
14
 Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 18: Drafting and Designing
Drafting and designing argumentation and essay
development with an emphasis on various aspects
of development: fully, logically, and ethically
connecting all claims, reasons, and evidence and
incorporating multimodal evidence.
Practice, 2 Reading workshop: thesis, reason, evidence
Seminar… Assigned text:
Audience analysis
The main claim
The key reasons
The supporting evidence
The underlying assumptions
Students identify logical fallacies in writing so
they can work to avoid using them in their
arguments.
o Engaging in a thesis mini-workshop
o Practicing developing evidence to support a
reason
o Exploring and discussing the importance of
alternative perspectives
(counterarguments)
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Drafting & designing argumentation;

Lecture 16:
Students’
Teaching
Hour(s) Content preparatio
activities
n
Lecture 0
Practice, 3 Individual conference
Seminar… Students met with you one-on-one to discuss
their plans for their Researched Argument
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….)

15
 Lecture 17:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 1 Chapter 5: Work Together to Refine Your
Argument
Revising and editing
Style and Mechanics Seminar
Chapter 6: Literacy narratives
Metacognitive activity (the portfolio)
Students start learning the course outcomes for
the reflection
letter; start a list of assignments, tasks, readings,
activities,
etc., that were used to meet the course outcomes
(They will consider using this list when they draft
their reflection);
Students should decide which assignment they
want to revise and submit it by next week (week
18).
Practice, 2 P3 Peer review
Seminar… P4: the portfolio of revised work
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….) Ghi nội dung cốt lõi cần kiểm tra trong buổi giảng đó

Lecture 18:
Teaching Students’
Hour(s) Content
activities preparation
Lecture 0
Practice, 3 P3 submission
Seminar… Peer review of the reflection
Students revise and submit P4
Essays, 3
exercise,
assignments
Self-study 6
with the
teacher’s
tutorials
Assessment (….)

5.3. Contribution to Course Learning Outcomes

Topic Content
CLO
Knowledge Skills Attitudes
16
 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1 Chapter 1: Why 1 1 1 1 1 1 1 1 1 1
think of writing as
a conversation?
2 Chapter 1: What 1 1 1 1 1 1 1 1 1
should I know
about writing
situations?
Chapter 3: How
can I read
critically? & what
strategies can I use
to read actively?
3 Chapter 3: How 1 1 1 1 1 1 1 1 1 1 1 1
can I read like a
writer? (Key Point
Summary)
Chapter 1: What
should I know
about writing
processes?
How can I prepare
for a successful
writing project?
4 Chapter 7: 1 1 1 1 1 1 1
Plagiarism and
academic honesty
Chapter 21: How
can I ensure I’ve
avoided
plagiarism?
Paraphrase &
Quote
Chapter 4: How
can I take notes?
Quote directly;
Paraphrase;
Summarize
5 Chapter 5: 1 1 1 1 1 1 1 1
Working together:
how can
collaborative
activities improve
my writing?
Chapter 25: Style
Chapter 27:
Mechanics
Style & Mechanics
Seminar
Peer review P 1
6 Chapter 10: 1 1 1 1 1 1 1 1 1 1 1
Writing to solve
17
 problems
7 Chapter 11: 1 1 1 1 1 1 1 1 1 1
Prepare a draft
Chapter 16:
Developing
Evidence for a
Specific Audience
(Appeals to
readers)
Chapter 18:
Engage your
readers; Use
details to capture
your readers’
attention
8 Chapter 10: 1 1 1 1 1 1 1 1 1 1 1 1
Sample proposal
chapter 17: How
can I integrate
sources into my
draft?
9 Chapter 22, 23 & 1 1 1 1 1 1 1 1
24:
(Revising, editing,
MLA & APA)
10 Chapter 25, 26 & 1 1 1 1 1 1 1 1 1
27:
(sentence writing;
grammar;
punctuation)
Styles and
mechanics for P2
11 Chapter 12:How 1 1 1 1 1 1 1 1 1 1
Can I Develop My
Research
Questions?
Compile a
Working or
Annotated
Bibliography
Chapter 4 & 7:
Evaluating
Sources; How can
I evaluate sources?
Chapter
13:Searching for
Information with
Digital Resources
Searching for
Information with
Print Resources
Chapter 15:
18
 Avoiding
Plagiarism
12 Brainstorming 1 1 1 1 1 1 1 1 1 1
ideas for research
13 Chapter 14: 1 1 1 1 1 1 1 1 1
Conducting Field
Research; When
should I use field
research methods?
How can I conduct
an interview?
14 Chapter 11: 1 1 1 1 1 1 1 1 1 1
Writing to
Convince or
Persuade
Chapter 16:
Developing and
Supporting Your
Thesis Statement;
How can I develop
my position on an
issue?
Chapter 17:
Organizing
15 Chapter 18: 1 1 1 1 1 1 1 1 1 1 1
Drafting and
Designing

16 Individual 1 1 1 1 1 1 1 1 1
conference
17 Chapter 5: Work 1 1 1 1 1 1 1
Together to Refine
Your Argument
Chapter 6:
Literacy narratives
18 Peer review of the 1 1 1 1 1 1 1 1 1 1
reflection

6. COURSE POLICY: The Course policy is under the current training regulations
7. COURSE ASSESSMENT
7.1. Type of Assessment
* Formative assessment (20%)
Home assignment and quizzes: 20%
Attendance & participation 10%

* Summative assessment (80%)

No. Assessment Rate

I Project 1 10%
Summary
19
 II Project 2 20%
Proposal
III Project 3 30%
Annotated bibliography &
Argumentative essay
IV Project 4 10%
Reflection

7.2. Assessment Criteria

* Generic Criteria
Project 1:
Summary Writing:
Academic Summary: Purpose
To offer a condensed and objective account of the main ideas and features of a
text; to demonstrate your accurate comprehension of a text.
Audience
your instructor.
What are some components of a “good” summary? Write these under “strategies”.
o Includes thesis and key points that support that thesis.
o Key points should be broad so that you don’t get weighed down in detail
o 100% objective (no opinions or reactions)
o Some quotes/snippets for unique phrases
o Good paraphrases
o Publication information
o Attribution

Project 2: Grading Criteria

A (excellent) stakeholder proposal (90% +):

The proposal clearly meets the purpose of the assignment through identifying a
problem within the P #1 issue, explaining why it is exigent for a stakeholder, and offering
a new, unique solution to expand the conversation on the issue.
The proposal carefully considers which stakeholder has the power to implement
the solution proposed.
The writer uses appropriate audience appeals (logos, ethos, and pathos) based on
the audience’s needs, values, and knowledge about the issue.
The proposal effectively synthesizes evidence from at least three sources and one
visual text to support the writer’s assertions.
The writer develops ethos through accurate and effective paraphrasing or direct
quotation skills, and proper attribution of borrowed material.
An A proposal will show that its writer thoroughly understands how a proposal is
developed and delivered. The best proposals may also have a “wow” effect or offer
insights of real interest and originality.
“A” proposals demonstrate that the writer has undertaken a serious approach
toward the revision process; it will be focused and organized throughout each section of
the proposal.
“A” proposals are also clearly written and carefully edited and proofread with
appropriate attribution in MLA style.

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B (good) stakeholder proposal (80% +):
The writer identifies a problem within the Assignment #1 issue, explains why it is
exigent for a stakeholder, and offers a new, unique solution to expand the conversation on
the issue.
The “B” proposal not only meets all the general proposal requirements but shows
a keen understanding of the stakeholder and how to appeal to them with a generally
effective balance of logos, ethos, and pathos.
A “B” proposal will demonstrate that the writer has synthesized three texts and
one visual text to support the writer’s assertions, though they may not always be
incorporated smoothly.
A “B” proposal will differ from an “A” proposal, however, because it has
somewhat less development with textual support, be somewhat less convincing (perhaps
due to a lack of explaining the evidence and/or connecting it to the thesis) for the
audience, or occasionally use audience appeals ineffectively.
A “B” proposal distinguishes from the “C” proposal because of the richness of the
exploration and the effectiveness of the use of evidence and discussion.

A “B” proposal may lose focus at times, lack clear organization at times, not
consistently follow genre conventions, and/or not possess the level of professional polish
and interesting insight.
“B” proposals are clearly written (any errors in grammar or other stylistic choices
do not hinder understanding and carefully edited with appropriate attribution in MLA
style.

C (satisfactory) stakeholder proposal (70% +):

The “C” proposal meets all the general requirements of the assignment and shows
that the writer can identify a problem and provide a solution to a stakeholder within the P
#1 issue.
The development of the proposal may lack sufficient synthesis of sources or may
lack a thorough discussion of how they support the problem, exigency of the issue, and
solution.
A “C” proposal may not provide a unique, well thought-out solution to contribute
to the conversation of the issue.
Among the significant weaknesses the “C” proposal might show are these:
o a problem, while present, is not as explicitly explained as it could be;
o support for either evidence or explanation is lacking;
o an unclear audience, no apparent connections to the audience, or an inappropriate choice
of audience for the solution.
A “C” proposal may often lose focus within paragraphs or be loosely organized,
and it may not be organized according to proposal genre conventions.
While borrowed information in a “C” proposal is appropriate, the writer may need
to communicate more effectively at the sentence level and the authority of the writer may
be called into question due to the number of errors with MLA format or the range of
confusing sentences.

D (poor) stakeholder proposal (60% +):

Proposals receiving a “D” suggest that the writer may not be grasping the key
concepts needed to move forward in the course successfully. A “D” proposal may seem to
not understand, or misunderstand, the purpose(s) of the assignment.

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 This means that “D” proposals do not show a good enough understanding of
creating a proposal, appealing to a relevant stakeholder audience, and/or presenting a
problem and solution in a reasoned, academic voice.
Such a proposal receives a “D” rather than an “F” because it shows a sincere effort
to complete the assignment but the performance falls far short of expectations.
F (failing) stakeholder proposal (below 59%):
Proposals that are late without prior extension, plagiarized, non-responsive to the
proposal guidelines, and/or significantly incomplete or non- existent will receive no
credit.
***If your proposal receives a D or F, you should schedule a time to meet with
your instructor to discuss it after you have reviewed the comments.***

Project 3: Grading Criteria

"A" (excellent) Annotated Bibliography (90% +):
● The AB shows effective and thorough research into the chosen question(s) with
five sources.
● At least two of the sources are scholarly and all of the sources are current (fewer
than 5 years old).
● The inquiry question(s) is debatable and well-considered.

● The inquiry question is clearly stated at the top of the annotated bibliography.

● The summaries of sources focus on relevant key points that answer the inquiry
question.
● The analyses provide convincing, well-explained reasons that the sources are
credible, explore how the source might be used in the Researched Argument, and
consider the source in context with other sources on the AB
● The AB is correctly formatted in MLA style: double-spaced, entries listed in
alphabetical order, aligned left except the hanging indent after first line of
citation, no extra spaces between entries.
● All outside sources are correctly cited both in the text and in a works cited page
at the end.
● “A” assignments are also clearly written and carefully edited and proofread with
appropriate attribution in MLA style.

"B" (good) Annotated Bibliography (80% +):

● The AB shows effective and thorough research into the chosen question(s) with
five sources.
● At least two of the sources are scholarly and all of the sources are current (less
than 5 years old).
● The inquiry question(s) is debatable and well-considered.

● The “B” assignment not only meets all the general assignment requirements but
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 shows strong understanding of sources through summary and thoughtful
consideration of the credibility, usefulness, and conversation with other sources
through the analysis.
● A "B" analysis will demonstrate that the writer has chosen credible sources
through the analysis.
● A “B” assignment will differ from an “A” assignment, however, because it may
be less convincing that the sources are credible (perhaps due to a lack of
explaining the criteria) or less clear how it might be used and/or how it compares
with other sources on the AB.
● A “B” assignment distinguishes from the “C” assignment because of the
richness of the research and the effectiveness of the use of evidence and
evaluation.
● A “B” assignment may not strictly and consistently follow MLA formatting for
an AB and/or not possess the level of professional polish and interesting insight.
● “B” assignments are clearly written (any errors in grammar or other stylistic
choices do not hinder understanding)

"C" (satisfactory) Annotated Bibliography (70% +):

● The “C” assignment meets all the general requirements of the assignment and
shows that the writer can conduct effective research to answer a question about
a debatable issue.
● The development of the assignment may be harmed by a lack of five, credible
sources that are all clearly related to the inquiry question.
● Among the significant weaknesses the “C” assignment might show are these:
o the summaries may be too long or too short to be effective;
o the analyses do not explain credibility or the explanation is not
convincing;
o the analyses do not explore how the source might be used and how it
compares with other sources on the AB, or that explanation is unclear or
unconvincing.
o the sources may not follow requirements for currency or a mix of
scholarly and popular.
● A “C” assignment may often not follow MLA formatting guidelines for an AB.

● While borrowed information in a “C” assignment is appropriate, the writer may

need to communicate more effectively at the sentence level and the authority of
the writer may be called into question due to the number of errors or the range
of confusing sentences.

"D" (poor) Annotated Bibliography (60% +):

● Assignments receiving a “D” suggest that the writer may not be grasping the
key concepts needed to move forward in the course successfully. A “D”
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 assignment may seem to not understand, or misunderstand, the purpose(s) of the
assignment.
● This means that “D” assignments do not show a good enough understanding of
the sources being used, how to evaluate a source, or how to use sources to
conduct effective research.
● Such an assignment receives a “D” rather than an “F” because it shows a sincere
effort to complete the assignment but the performance falls far short of
expectations.

"F" (failing) Annotated Bibliography (below 59%):

● Assignments that are late without prior extension, or plagiarized, or non-
responsive to the assignment guidelines, or significantly incomplete or non-
existent will receive no credit.
***If your assignment receives a D, you should schedule a time to meet with your
instructor to discuss it.***
Project 4:
Your project will be evaluated based on the following hierarchy of rhetorical concerns and
the extent to which the project effectively achieves its purpose with its audience in the
given context. The following Hierarchy of Rhetorical Concerns will be used to guide the
feedback and evaluation of the project.

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 How well does the project
achieve its purpose of
rhetorically analyzing another
student’s work?
How successful is the project in
exploring and explaining how the
PURPOSE and FOCUS: student engages key rhetorical
issues within his/her writing?
Is the essay focused on
thoroughly discussing a few key
rhetorical issues?
How well does the writer
demonstrate thorough and

How well has the writer developed

his/her ideas for the reader?
How well does the author use
critical rhetorical vocabulary to
illustrate his/her knowledge of
DEVELOPMENT for rhetorical concepts?
AUDIENCE: Does the writer use concrete
evidence (i.e., quotations and
paraphrases) to develop and
demonstrate his/her ideas?
Does the author pull evidence from
a variety of documents (papers, in-
class writing, forum pots, etc.) to

How effectively does the author meet the genre

requirements of a letter?
GENRE and Does the author speak directly to the author,
ORGANIZATION: rather than about him/her?
How well does the organizational strategy the
author uses help the reader understand the

Is the letter written in standard, edited English?

How appropriate are the tone and voice for the
purpose and audience?
STYLE and Does the project show attention to issues of style
CONVENTION and convention, esp. those discussed in Style and
S: Convention Seminars?
To what extent do issues of style and conventions
distract the intended audience and/or keep the
reader from understanding the ideas in the paper?

* Formative assessment
1) Class attendance/participation
2) Quizzes
3) Homework assignments
4) Self-assessment
5) In-class discussions
6) In-class writing
* Summative assessment
7) Projects
8) Portfolios
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DEAN OF FACULTY HEAD OF DEPARTMENT

Nguyễn Thị Dung Huệ Nguyễn Thị Minh Hằng

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