GE1401University English

What you will study

Course overview

This course aims to give students the necessary competence in rhetoric and writing in English so that they can use the English language effectively to think, reason, argue and express themselves. Students will develop a sense of their own strengths and weaknesses as English writers and discover how they can make their writing more logical, innovative and persuasive. This course will aid in developing students' reading, writing, critical thinking, and teamwork skills by scaffolding them through collaboratively designing an infographic (information visualization), and the multi-drafting and peer review process of writing an argumentative essay. The overall goal is for students to become autonomous writers and self-editors.

Official PDF, page 2 · Abstract

Course content

Writing as a tool for discovery The process of writing Argumentative writing Research and using evidence Integrating other people’s words and ideas Avoiding plagiarism Peer review Needs analysis Self-assessment Online self-study

Official PDF, page 13 · Keyword Syllabus

Keyword syllabus

Writing as a tool for discovery The process of writing Argumentative writing Research and using evidence Integrating other people’s words and ideas Avoiding plagiarism Peer review Needs analysis Self-assessment Online self-study

Official PDF, page 13 · Keyword Syllabus

Intended learning outcomes

View learning outcomes

CILO	Intended learning outcome	Weight	DEC
1	Read critically and collaboratively identify, evaluate and present information using technology and a variety of reading strategies for different purposes, discovering how the ideas in what they have read relate to their own lives and academic disciplines.	—	DEC-A1, DEC-A2
2	Use different points of view and perspectives in their writing and integrate the ideas and words of others in a way that avoids plagiarism.	—	DEC-A1, DEC-A2
3	Produce multiple drafts of writing making use of various techniques including identifying characteristics of the argumentative essay genre, brainstorming ideas and gathering information, working with sources, prewriting and outlining, planning and drafting, reviewing, revising, editing and proofreading.	—	DEC-A1, DEC-A2, DEC-A3
4	Work together with others to improve their reading and writing through peer review, peer conferencing, and peer review responses, collaboratively designing an infographic based on the gathered sources and information, evaluate own and team members’ contributions.	—	DEC-A1, DEC-A2, DEC-A3
5	Use English as a tool for discovery and self-directed learning through in-class discussion and outside-of-class (online) writing activities.	—	DEC-A1, DEC-A2, DEC-A3

Original table and definitions

                CILOs                                              Weighting (if DEC-A1         DEC-A2          DEC-A3
                                                                   app.)
1               Read critically and collaboratively identify,                    x              x
                evaluate and present information using
                technology and a variety of reading strategies
                for different purposes, discovering how the
                ideas in what they have read relate to their own
                lives and academic disciplines.
2               Use different points of view and perspectives in                  x              x
                their writing and integrate the ideas and words
                of others in a way that avoids plagiarism.
3               Produce multiple drafts of writing making use                    x              x               x
                of various techniques including identifying
                characteristics of the argumentative essay
                genre, brainstorming ideas and gathering
                information, working with sources, prewriting
                and outlining, planning and drafting, reviewing,
                revising, editing and proofreading.
4               Work together with others to improve                             x              x               x
                their reading and writing through peer
                review, peer conferencing, and peer review
                responses, collaboratively designing an
                infographic based on the gathered sources and
                information, evaluate own and team members’
                contributions.
5               Use English as a tool for discovery and self-                    x              x               x
                directed learning through in-class discussion
                and outside-of-class (online) writing activities

A1: Attitude
Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity,
asking questions actively, challenging assumptions or engaging in inquiry together with teachers.

A2: Ability
Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills
to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to
real-life problems.

A3: Accomplishments
Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new
artefacts, effective solutions to real-life problems or new processes.

Official PDF, page 2 · Course Intended Learning Outcomes (CILOs)

Official PDF, page 2 · Course Intended Learning Outcomes (CILOs)

Before you take this course

Check prerequisites, precursors and corequisites separately, together with equivalence and exclusion conditions. “and” means conditions must be met together; “or” marks alternatives. Read combined conditions in the groupings shown in the original text below.

Prerequisites

Grade D in HKAL Use of English or Grade 4 in HKDSE English Language or successful completion of English for Academic Purposes 2 (LC0200B - 3 credits) or Grade B or above in English for Academic Purposes 1 (LC0200A - 3 credits).

Precursors

Nil

Corequisites

This edition of the official syllabus does not state this item.

Additional course requirements

This edition of the official syllabus does not state this item.

Equivalent courses and conditions

Nil

Exclusive courses and conditions

Nil

Assessment and passing the course

Assessment

Continuous assessment: 100%; Examination: 0%

Assessment breakdown

Assessment task	Weight	Generative AI	Remarks and restrictions
In-Class ParticipationCILO 1, 2, 3, 4, 5	10%	Yes	Individual work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.
Online Module StudentsCILO 1, 2, 4, 5	10%	Yes	Individual work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.
Information Visualization (Infographic)CILO 1, 2, 4, 5	30%	Yes	Group work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.
Argumentative EssayCILO 1, 2, 3, 4, 5	40%	Yes	Individual work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.
Self-assessmentCILO 4, 5	10%	Yes	Individual work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.

Official PDF, pages 4–6 · Assessment Tasks / Activities (ATs)

View the original assessment table and instructions

In-Class Participation | CILOs 1,2,3,4,5 | 10% | Individual work | GenAI Yes | The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.
Online Module Students | CILOs 1,2,4,5 | 10% | Individual work | GenAI Yes | same restriction.

Information Visualization (Infographic) | CILOs 1,2,4,5 | 30% | Group work | GenAI Yes | same restriction.
Argumentative Essay | CILOs 1,2,3,4,5 | 40% | Individual work | GenAI Yes | same restriction.

Self-assessment | CILOs 4,5 | 10% | Individual work | final 750-word commentary | GenAI Yes | same restriction.
Continuous Assessment 100%; Examination 0%.

Passing requirements

This edition of the official syllabus does not state this item.

The catalogue assessment percentages are indicative; the course syllabus provides the detailed assessment scheme.