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.

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.

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 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.

Writing Academic English: Fourth Edition. Oshima, Alice and Hogue, Ann. 2006. Pearson: 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.

Writing Academic English: Fourth Edition. Oshima, Alice and Hogue, Ann. 2006. Pearson: 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.

Writing Academic English: Fourth Edition. Oshima, Alice and Hogue, Ann. 2006. Pearson: 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.

Writing Academic English: Fourth Edition. Oshima, Alice and Hogue, Ann. 2006. Pearson: 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 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.

Bailey, Stephen.2006.Academic Writing.A Handbook For International Student.Second Edition.NY.Routledge.

 Houge, Ann.2008.Firs Step In Academic Writing.Second Edition.NY:Pearson Education.

Savage, Alice&ShafielMasoud.2007.Effective Academic Writing 1.NY.OXFORD University Press.

Hartley, James.2008.Academic Writing And Publishing.NY.ISBN 0-203-92798-2Master Ebook ISBN.

Silvia,Paul.J.2007.How To Write A Lot.NE Washington.APA Life Fool.

Jordan, RR. 2003. Academic Writing Course.England:Pearson Education.

Falwiler, Toby.2002.College Writing.NH.Boynton/Cook Publisher,Inc.