Academic Writing Syllabus ESP-1001
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ScribdTranslationsAcademic Writing Syllabus ESP-1001
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ScribdTranslationsSYLLABUS COD: ESP-1001-39557-202210
SAN FRANCISCO UNIVERSITY OF QUITO
SCHOOL: GENERAL SCHOOL
Semester: 202210 - First Semester 2022/2023
Schedule: LI 08:30 - 09:50 (Room D-119)
TEACHER INFORMATION:
Professor: Juan Pérez Encalada
Email: jeperez@[Link]
Office: Darwin 202
Office hours: Monday and Wednesday from 1:00 p.m. to 2:00 p.m. / Tuesday and Thursday
from 10:00 a.m. to 11:00 a.m.
(By appointment)
COURSE DATA:
COURSE: ESP-1001 - ACADEMIC WRITING
NRC: 2436
Credits: 3
Prerequisites: Check prerequisites in the BANNER academic system.
Co-requisites: The course has no co-requisites
COURSE DESCRIPTION:
The Academic Writing course offers students the possibility of obtaining the skills to properly
write a text through a variety of exercises and activities throughout it.
Students will be able to read different types of texts that will allow them to develop reading skills
and, at the same time, review language conventions.
Regarding research, students will learn to look for reliable academic sources that will serve to
guide the research following the rules of the APA seventh edition format in their writings.
At the end of this course, students will be able to have the skills and knowledge necessary to
meet the demands of academic writing in different subjects.
COURSE SPECIFIC LEARNING OUTCOMES:
No. Learning result Level
1 Half
Read critically: evaluate the credibility and value of different texts.
2 Half
*Discern about different forms of writing.
(Distinguish through intellect).
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3 Half
Search for valid information in the library, database and internet.
4 Half
Understand how to use the citation format and practice academic
honesty to avoid plagiarism.
5 Half
Perform writing as an iterative process of constant improvement
through feedback and editing.
6 Half
Organize ideas in an appropriate structure to communicate them
objectively.
7 Half
Apply rules and regulations for both spelling and writing through
unpublished writings.
COURSE CONTENTS:
1. Critical reading of texts.
2. Distinction of characteristics and differences of different texts.
3. Delimitation of a topic aimed at a real audience.
4. Search and selection of academic sources: books, databases, etc.
5. Principles of citation and attribution in academic contexts.
6. Writing exercises and practice
7. Essay writing.
METHODOLOGY FOR THE INTEGRATION BETWEEN THEORETICAL AND PRACTICAL
CONTENT:
The work in this course is eminently practical, since you learn to write by doing it. The teacher's
presentation of some theoretical details is followed by the practical work of application and
review of knowledge. The editing work that the student must do on their own texts is essential.
The environment of the philosophy of Liberal Arts is promoted, which is aimed at promoting
dialogue and facilitating the construction of knowledge through the constant exchange of ideas
and experiences between professors and students. This course provides the basis for linking the
theoretical contents of academic writing with student practice.
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COURSE EVALUATION:
Category Percentage Activities
Readings (8 in total 5% 40% • Reading controls.
each) • Presentations (oratory)
• Discussion, analysis and relevance
of the text.
Rules 5%
Writing activities 10%
• Activity or Test ( 5%)
• Activities (10%)
Argumentative essay 25% • Outline and validation of
academic sources ( 5%)
5%)
• Editing and desktop publishing (
• Writing ( 15%)
Final 20% • Thesis preparation ( 5%)
Counterargumentative
Essay
• Search for information (citations).
Make references and diagram.
(5%)
• Final Writing ( 10%)
Description of evaluation categories:
Reading: Academic Writing students will have the opportunity to read various texts and apply
reading comprehension strategies, which they will be able to put into practice through exercises
directed by teachers. Also, they will be able to select a reading and present it in pairs to the class
according to a work guide and write a report on it.
Rules: During classes you will be taught the importance of academic honesty and database
management to avoid making mistakes or plagiarism. As well as they will carry out different
activities to strengthen: vocabulary, syntax, grammar, etc.
Essays: Students will have the opportunity to write essays based on a topic of individual interest.
They will search for appropriate and relevant information in databases
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serious They will develop outlines related to the research and subsequently write them,
according to the characteristics of the essay.
Rating Table:
Letter Percentage
TO 91-100%
b 81- 90.99%
c 71- 80.99%
d 61- 70.99%
F Less than 60.99%
ATTENTION! Anyone who obtains a “D” in Academic Writing must repeat the course.
General Bibliography:
American Psychological Association. (2019). Publication Manual of the American Psychological
Association (7th ed.). Washington, DC: American Psychological Association.
Montolio, E. (2000). Practical manual of academic writing . Barcelona: Ariel.
POLICIES:
All courses are governed by the USFQ student manual which can be downloaded in Student
Manual
Attendance :
• After three unjustified absences, one point will be subtracted from the final course
average. It is the student's responsibility to send the justifications to the teacher on time.
• If you cannot attend classes, it is your duty to catch up with the content. Consult with your
colleagues.
• In the event of the teacher's absence, they will be notified as soon as possible through
D2L. All classes are recovered .
Work delivery:
• Late assignments are only accepted in exceptional cases with proper justification.
Medical certificates must have a SIME verification (seal). You have one business week to
carry out this procedure.
• The essays must be submitted twice, one copy is delivered physically in class and the
other is uploaded to the D2L folder (only in Word format). Both texts must be delivered
within the assigned date; if either of them is not received by the teacher within the date,
the grade will be 0.
Remember that essays are not accepted through the teacher's email.
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• If the Turn it in percentage yields a report of “0”, the student will have a period of 24 hours
to upload it again to the D2L, if they do not do so, their grade will be “0”.
• All works presented in the course must be unpublished , that is, new or original,
otherwise your grade will be 0.
• If an essay does not have citations or references, the grade will be “0”.
• If the essay is different from the one uploaded to the platform or vice versa, the grade will
be “0”.
• Quotes and references cannot be obtained from: newspapers, blogs, videos or
interviews. Sources must be academic .
• The teacher may apply a penalty of two points less in the total of the evaluated object in
case of not complying with the policies established in the class and in the Syllabus.
Behavior :
• Computers or any other mobile device may not be used in the classroom, except when
authorized.
Academic Support :
• If you perceive that you are having difficulties with the course, take the appropriate
measures to resolve this problem as soon as possible. Approach or write to the professor
to find solutions and don't wait until the end of the semester .
• You can attend the Writing Center to get help and advice for this class
[Link] academicos/colegios/cocisoh/writing center/Pag
inas/[Link]
• Attend office hours, if you can't, write to the professor to schedule an appointment.
• In this class no extra work is done to improve grades.
• Remember that grades are not negotiated. If you have any problem with your grade, you
must submit your complaint in writing to the professor.
• Any inconvenience you have in this class, first contact the teacher and, if necessary, the
coordination.
Communication with the teacher:
• The student is responsible for checking their institutional email.
• If you need to communicate with the professor you must do so through institutional email.
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• Emails will be answered during business days.
Schedule of activities:
DATES CLASSWORK ASSIGNMENTS, TESTS,
MAIN TOPICS EXAMS
Week 1 August 22 to 25 -Presentation of the Activities: Answer: Main idea
course. -Individual reading Secondary ideas What
-Syllabus Answer questions in else could you develop
-Reading chosen by the pairs. about this topic?
teacher.
-Write a writing.
Week 2 -Study the structure of Activities: Homework 1:
August 29 to September reading. In pairs read and point Write a paragraph
1 out: -Structure -Logical about whether you liked
-Determine relevant reasoning. or didn't like the text
points of the writing. -Connectors. you read and what you
-Punctuation. could add to the
-Reading -Orthography. information in the text.
comprehension - and more text
strategies. features.
Week 3 Reading: Activities: Activity:
September 5 to 8 Study three reading - Reading a text In pairs share and
levels. applying the three discuss the correction of
levels. the
Writing: Homework 1.
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Choose a relevant topic Evaluation Task 1
in your life and explain - Write a paragraph or (5%):
why. more to explain the Submit the corrected
importance of your paragraph for
topic and why it is evaluation 1
relevant to write about
it. Thesis
Week 4 Reading: Activities:
September 12 to 15 - How do you write a -Review schema
thesis? examples.
- How to make an -Make the outline of
outline? the topic.
Writing: -Short Writing
Drafting.
Week 5 Reading: library talk Task 2-Evaluation (5%):
September 19 to 22 Ethos, Pathos and Logos Learn to search for About why your topic is
of Aristotle. What is information in the important.
argumentation? database and the
How is it argued? library. Task 3:
Activities: Bring printed 5 sources
Writing: - Search for academic on the topic of interest
Write why your topic is information on the and highlight relevant
interesting to other topic of interest. ideas for your essay.
people. Apply Aristotle's 5 different sources that
pillars of persuasion. help you support your
topic. Mark it relevant
to the research texts for
the topic.
-Short Writing
Week 6 Reading: Activities: Reading 1- (5%):
September 26 to 29 Textual typology: - Write paragraphs of Reading control
Descriptive, expository textual typology for Presentation in pairs.
and argumentative. your essay.
Writing: -Validation of academic Evaluation (5%):
Use the textual typology sources (5). Make the outline of the
to write your topic. topic
-Short Writing
chosen argumentative.
Include the 5 quotes
that will be used.
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Week 7 October 3 to 6 Reading: Activities: Activity:
Standards: Why should - Review of citation Make 5 references of
academic sources be format notes - APA. the sources you chose
recognized? for your topic.
-Drafting.
Writing: Reading 2(5%) :
Essay writing. -Short Writing Reading control
Integrate it researched Presentation in pairs.
into the text.
Recess from October
8th to 16th
Week 8 October 17 to Reading: Activities: Reading 3 (5%):
20 What to say in the Reading control
conclusion? How is it -Drafting. Presentation in pairs.
written? -Short Writing
Writing:
Editorial
rehearsal.
Week 9 Reading: Activities: Reading 4 (5%):
October 24 to 27 -Drafting. Reading control
Writing: -Short Writing Presentation in pairs.
-Writing the essay.
Week 10 Reading: Activities:
October 31 to Peer editing work. Assessment:
November 2 Writing: -Delivery of the
- Editing argumentative -Short Writing argumentative essay
essay. (15%).
Reading 5 (5%):
Reading control
Presentation in pairs.
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Cuenca Holiday
and
Decease
d ovember
03 to
Week H 06 Reading: Activities of: Reading 6(5%):
November 7 to 10 Drafting. Reading control
Writing: Presentation in pairs.
Search final -Short Writing
counterargumentative
essay topic.
Week 12 Reading: Activities of: Reading 7 (5%):
November 14 to 17 Drafting. Reading control
Writing: Presentation in pairs.
Brainstorming Grouping -Short Writing
Selection of the three
axes.
Week 13 Reading: Activities of: Reading 8 (5%):
November 21 to 24 Search for academic Reading control
sources, 8 in total : -Drafting. Presentation in pairs.
-Short Writing
-2 context
-3 of arguments
-3 of
counterarguments
Writing:
Week 14 Activities of:
November 28 to Reading: -Drafting.
December 1 Validation of academic -Short Writing
sources (8).
Writing:
Scheme and references
(8).
Holiday
Decembe 3 to 05
r0 2
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Week 15 General review of Activities: Assessment:
December 6 to 8 writing. Writing final essay in
-Short Writing classes (10%):
Wednesday 07th or
Thursday 08
Week 16 Activities:
December 12 to 13 Clear doubts or queries:
Monday 12th
Tuesday 13
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Common questions
Powered by AIThe course policy on attendance and assignment submission significantly impacts students' performance by enforcing guidelines that promote discipline and consistency. Three unjustified absences result in a grade penalty, ensuring students regularly attend classes. Furthermore, assignments have strict submission requirements, and failure to meet deadlines or submission format guidelines results in a grade of zero. These policies stress the importance of responsibility and time management, aligning with the course's aim to prepare students for the rigor of academic writing standards .
The methodologies used in 'ESP-1001 - ACADEMIC WRITING' to connect theory with practice include a focus on practical application through constant writing and editing exercises. The course is structured to ensure theoretical content is directly followed by practical work that tests the students' ability to apply what they have learned. Classroom discussions foster the exchange of ideas, promoting the construction of knowledge through dialogue. This combination of theoretical instruction and practical exercises aims to help students effectively apply academic writing rules and conventions in their own work .
The significance of the Liberal Arts philosophy in the course framework is in its emphasis on dialogue and the exchange of ideas, which facilitates knowledge construction through collaborative learning. This philosophy underpins the course's methodology by promoting the integration of theoretical knowledge with practical application, fostering an environment where students actively participate in discussions, debates, and feedback sessions. The approach encourages holistic learning, enhancing students' abilities to critically evaluate texts and form coherent written arguments, aligning with the course's objective of developing competent academic writers .
The course ensures that students develop a comprehensive understanding of using academic sources by integrating assignments that require students to search for, evaluate, and apply academic sources in their writing. Students engage in exercises to find valid information in libraries, databases, and on the internet, followed by assignments where they are required to validate academic sources, implement citation rules (APA format), and critically engage with scholarly articles. Failures to properly use or cite academic sources result in significant penalties, reinforcing the importance of reliable sourcing in academic work .
Reading presentations and discussions in 'ESP-1001 - ACADEMIC WRITING' play a crucial role in developing academic writing skills by encouraging active engagement with texts. Students select readings to present and discuss in class, fostering an environment of analysis and critical thinking. Such activities help hone their ability to discern the relevance and arguments within texts, aiding them in articulating insights and developing their writing informed by discussions. This peer-interaction model reflects real-world academic discourse, promoting skills in evaluating and critiquing literary content .
The course cultivates academic honesty by teaching students the importance of proper citation and database management to avoid plagiarism. It includes activities that emphasize academic honesty, such as practicing correct citation formats (APA seventh edition) and outlining the consequences of not using academic sources like newspapers, blogs, or videos. Additionally, the submission policies, which stipulate that essays must include citations and references and be original works, reinforce academic integrity. Failure to comply with these requirements, such as submitting work without citations, results in a grade of zero, further underscoring the emphasis on honesty .
The iterative process of writing in the 'ESP-1001 - ACADEMIC WRITING' course involves multiple stages, including drafting, editing, and continuous feedback. Students first develop outlines related to their research and progressively engage in short writing assignments to refine their topics. Peer editing sessions and teacher feedback play a crucial role in refining the students' drafts. Throughout this process, emphasis is placed on refining grammar, syntax, and punctuation. This iterative approach, combined with the use of academic sources, aims to help students improve their writing skills continuously .
The evaluation criteria for 'ESP-1001 - ACADEMIC WRITING' include several components: reading controls (40%), adherence to rules (5%), writing activities (10%), an argumentative essay (25%), and a final counterargumentative essay (20%). These criteria reflect the course's learning objectives by focusing on reading comprehension, the practice of academic honesty, the development of argumentative skills, and the writing process from outline to final essay production. The course aims to enhance critical reading and writing skills, encouraging students to evaluate and synthesize information while maintaining academic integrity .
The course addresses critical reading skills by engaging students in activities that require them to evaluate the credibility and value of different texts. Students are tasked with applying reading comprehension strategies through various exercises, discussions, and presentations. They also analyze text structures, logical reasoning, and use of literary devices like connectors and punctuation. The course content includes studying textual typologies and reading comprehension at different levels, thereby fostering an environment where students learn to discern and critically evaluate information .
The 'ESP-1001 - ACADEMIC WRITING' course integrates theoretical and practical content by following a methodology that emphasizes practical learning through active writing and editing. The course promotes the philosophy of Liberal Arts, aimed at encouraging dialogue and the exchange of ideas between professors and students. Theoretical details presented by the teacher are followed by practical application, allowing students to connect theoretical knowledge with their own writing practice. Students engage in constant feedback and editing processes, essential for improving writing skills .