The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English essays. It is aimed at assisting students to write  English essays. This course covers the lectures on theories covering what essay is, chronological order/process essay, cause/effect essay, comparison/contrast essay, paraphrasing, summarizing, and quoting, argumentative essay, and problem-solution essay. Classroom activities are focused on lecturing, discussion, (pair & group work), and, practice, and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

The students are able to write essays correctly and creatively

Zemarch, Dorothy.,and Lisa Rumisek. 2011. Writing Essay-From paragraph to Essay. Macmillan.

Oshima, Alice.,and Ann Hogue.2006. Writing Academic English (Fourth Edition). White Plain,New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English essays. It is aimed at assisting students to write  English essays. This course covers the lectures on theories covering what essay is, chronological order/process essay, cause/effect essay, comparison/contrast essay, paraphrasing, summarizing, and quoting, argumentative essay, and problem-solution essay. Classroom activities are focused on lecturing, discussion, (pair & group work), and, practice, and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

The students are able to write essays correctly and creatively

Zemarch, Dorothy.,and Lisa Rumisek. 2011. Writing Essay-From paragraph to Essay. Macmillan.

Oshima, Alice.,and Ann Hogue.2006. Writing Academic English (Fourth Edition). White Plain,New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English essays. It is aimed at assisting students to write  English essays. This course covers the lectures on theories covering what essay is, chronological order/process essay, cause/effect essay, comparison/contrast essay, paraphrasing, summarizing, and quoting, argumentative essay, and problem-solution essay. Classroom activities are focused on lecturing, discussion, (pair & group work), and, practice, and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

The students are able to write essays correctly and creatively

Zemarch, Dorothy.,and Lisa Rumisek. 2011. Writing Essay-From paragraph to Essay. Macmillan.

Oshima, Alice.,and Ann Hogue.2006. Writing Academic English (Fourth Edition). White Plain,New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English essays. It is aimed at assisting students to write  English essays. This course covers the lectures on theories covering what essay is, chronological order/process essay, cause/effect essay, comparison/contrast essay, paraphrasing, summarizing, and quoting, argumentative essay, and problem-solution essay. Classroom activities are focused on lecturing, discussion, (pair & group work), and, practice, and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

The students are able to write essays correctly and creatively

Zemarch, Dorothy.,and Lisa Rumisek. 2011. Writing Essay-From paragraph to Essay. Macmillan.

Oshima, Alice.,and Ann Hogue.2006. Writing Academic English (Fourth Edition). White Plain,New York: Longman

The course is leading to the effort to develop students’ competence  in  writing correct, meaningful, and intelligible English essays. It is aimed at assisting students to write  English essays. This course covers the lectures on theories covering what essay is, chronological order/process essay, cause/effect essay, comparison/contrast essay, paraphrasing, summarizing, and quoting, argumentative essay, and problem-solution essay. Classroom activities are focused on lecturing, discussion, (pair & group work), and, practice, and presentation. The course assessment is based on the sum of the students’ attendance, assignments, presentation, and tests.

The students are able to write essays correctly and creatively

Zemarch, Dorothy.,and Lisa Rumisek. 2011. Writing Essay-From paragraph to Essay. Macmillan.

Oshima, Alice.,and Ann Hogue.2006. Writing Academic English (Fourth Edition). White Plain,New York: Longman

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.

The ability to express ideational, interpersonal, textual, and logical meanings cohesively and coherently in some basic academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

The studunts are expected to express ideational, interpersonal, textual, and logical meanings in academic English writing including report, analytical exposition,  hortatory, research proposal, and scientific paper using written English.

Belcher D & Liu, Jun. 2007. Genre and Second Language Writing. USA: The University of Michigan Press.

Gerot, Wignell. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler

Hult, C. A. (2002). Researching and Writing Across the Curriculum. United States of America: Longman.

McCuen, J. R. & Winkler, A. C. (2004). From Idea to Essay. USA: Longman.

Meyers, A. (2005). Gateways to Academic Writing. United States of America: Longman.

Oshima, A. & Hogue, A. (1999). Writing Academic English. New York: Longman.

Reid, J. M. (2000). The Process of Composition. New York: Longman.