GE1401大学英语

这门课学什么

课程简介

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.

校方 PDF 第 2 页 · Abstract

课程内容

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

校方 PDF 第 13 页 · Keyword Syllabus

教学内容（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

校方 PDF 第 13 页 · Keyword Syllabus

预期学习成果

查看学习成果表

CILO	预期学习成果	比重	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

原表及说明

                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.

校方 PDF 第 2 页 · Course Intended Learning Outcomes (CILOs)

校方 PDF 第 2 页 · Course Intended Learning Outcomes (CILOs)

我能不能修这门课

先修、建议先备和并修要求分别查看；等同及互斥条件也会影响选课。and 表示同时满足，or 表示备选；组合条件按下方原文分组阅读。

先修条件

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).

建议先备知识

无（校方注明 Nil）

并修要求

该版官方课纲未列明该项。

其他修读要求

该版官方课纲未列明该项。

等同课程及条件

无（校方注明 Nil）

互斥课程及条件

无（校方注明 Nil）

怎么考，怎样才算通过

考核方式

Continuous assessment: 100%; Examination: 0%

各项考核占多少分

考核项目	比重	生成式 AI 使用	备注与限制
In-Class ParticipationCILO 1, 2, 3, 4, 5	10%	是（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%	是（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%	是（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%	是（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%	是（Yes）	Individual work; The level of AI adoption in each assessment task is restricted as outlined in the assessment guidelines in the course.

校方 PDF 第 4–6 页 · Assessment Tasks / Activities (ATs)

查看校方原始考核表与使用要求

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%.

通过条件

该版官方课纲未列明该项。

目录页标明这些考核比例为参考值；详细考核安排以课程课纲为准。